Enhancing Student Learning through Blending Varied Learning and Assessment Experiences

2010 ◽  
pp. 50-69 ◽  
Author(s):  
Paula Hodgson
Keyword(s):  
Hong Kong ◽  
Learning Environment ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experiences ◽  
Peer Feedback ◽  
Learning Opportunities ◽  
Future Trends ◽  
Mediated Learning

The purpose of this chapter is to compare the learning opportunities that are available in conventional and the current Web-mediated learning environment in Hong Kong in relation to some of the applications that are available in Web 2.0 and practice-based simulation. Some of these applications can provide faster access to subject-related resources, offer greater connectivity and wider interactions with stakeholders, such as students and professionals locally and overseas, and keep track of students’ learning experiences across their years of university study. Furthermore, Web-mediated assessment can provide faster feedback than conventional paper-based methods, which can streamline the process of reporting and the provision of peer feedback. The potential of and future trends in web-mediated assessment are also discussed.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

Comparing perceived learning experiences of two concurrent cohorts under curriculum reform in Hong Kong

2017 ◽  
Vol 25 (3) ◽  
pp. 270-286
Author(s):  
Yue Zhao ◽  
Jenny M.Y. Huen ◽  
Michael Prosser
Keyword(s):  
Hong Kong ◽  
Student Learning ◽  
Curriculum Reform ◽  
Learning Experiences ◽  
Perceived Learning ◽  
Content Type ◽  
Latent Mean Differences ◽  
Mean Differences ◽  
The Impact ◽  
Student Learning Experiences

Purpose Hong Kong has undergone extensive curriculum reform and shifted from a three-year to a four-year university system. With a nuanced look at the impact of the curriculum reform, the purpose of the present study was to compare two concurrent cohorts by examining the extent to which the students in each cohort perceived their learning environment and learning outcomes differently and to what extent their perceptions differed. Design/methodology/approach A sample of 3,102 first-year students enrolled at a Hong Kong university responded to the student learning experience questionnaire (SLEQ). The perceived learning experiences between the two cohorts were tapped through several latent factors and validated through tests of measurement invariance. Latent mean differences were then compared. A multiple-group confirmatory factor analysis approach was used. Findings The findings suggested that measurement invariance of the scales of the SLEQ was established and that the two cohorts of students perceived largely similar learning experiences. The latent mean differences were statistically significant on the scales of feedback from teacher, clear goals and standards, personal integrity and ethics, intercultural competence, global perspective and civic commitment. Practical implications The results facilitate the understanding of perceived student learning experiences with evidence-based implications for enhancing student learning experiences and refining the four-year curriculum under the new curriculum reform conditions. Originality/value This is the first institution-wide study that compares student learning experiences of two concurrent cohorts under curriculum reform initiatives of Hong Kong. It provides a meaningful and pertinent example for educators and researchers worldwide to analyze the impact of curriculum reform from the perspective of students’ perceived learning experiences. Similar studies adopting rigorous approaches in the measurement of students’ perceived learning experiences are relatively rare in higher education. Such efforts are encouraged for accountability and quality improvement purposes.

scholarly journals Implementing wiki software for supplementing online learning

2007 ◽  
Vol 23 (2) ◽  
Author(s):  
Sheung On Choy ◽  
Kwok Chi Ng
Keyword(s):  
Online Learning ◽  
Hong Kong ◽  
Learning Environment ◽  
Student Learning ◽  
Online Learning Environment ◽  
Academic Context ◽  
Factors Affecting ◽  
Additional Tool ◽  
Major Factors ◽  
Effective Use

<span>This paper reports on a study which investigates the implementation of a wiki system as an additional tool to support student learning in an IT related course offered by the Open University of Hong Kong (OUHK). It focuses on a set of interview data related to the tutors' and students' views on and experience of their use or otherwise of the system in the course. The key results on the tutors' and students' participation in the wiki and factors which facilitated or hindered their use of the system are discussed. The findings indicate that the extent of training provision, the wiki pedagogy and participants' readiness for and awareness of their roles in a collaborative online learning environment are major factors affecting the effective use of the wiki. The add on nature of the wiki in this study also caused workload and motivation problems for the participants. Based on the results, strategies are suggested for implementing wiki based learning in both the OUHK and the wider academic context.</span>

scholarly journals The Role of Relatedness in Student Learning Experiences

2020 ◽  
Vol 16 (2) ◽  
pp. 235
Author(s):  
Norhafezah Yusof ◽  
Rosna Awang-Hashim ◽  
Amrita Kaur ◽  
Marzura Abdul Malek ◽  
S. Kanageswari Suppiah Shanmugam ◽  
...  
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Negative Impact ◽  
Learning Experience ◽  
Learning Experiences ◽  
Well Being ◽  
University Management ◽  
Positive Learning Environment ◽  
Student Learning Experiences

Failure in addressing students’ needs in the context of student learning experiences may lead to negative impact on the image of higher education. Framed in self-determination theory, this study examined students’ relatedness on most satisfying experiences in their respective universities. Participants’ (N=1974) responses to open-ended questions were inductively coded to understand relatedness principles of student learning experiences to emerge from the data. The findings revealed that students valued the role of lecturers in professional and personal contexts, peers for friendship and teamwork and academic and non-academic experiences resulted from projects and activities. Given this, to provide a positive learning environment for students, university management needs to address and support lecturers’ well-being, pay attention to student relations on campus and support academic and non-academic activities. By understanding the roles of connecting students to lecturers, students to students and students to administrative staff, we could build a dynamic and functional campus environment for each party to live and care about each other. Keywords: Learning environment, Learning experience, Relatedness, Student engagement

scholarly journals From Surviving to Excelling: Adaptation of Gerontology Service Learning During the COVID-19 Pandemic

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 739-739
Author(s):  
Donna Jensen ◽  
Theresa Abah ◽  
Carol Sewell ◽  
Terrence Ranjo
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Community Engagement ◽  
Student Learning ◽  
Local Community ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Community Safety ◽  
Community Based ◽  
Community Partners

Abstract The COVID-19 pandemic has disproportionately impacted older adults, and the educational service-learning opportunities available to gerontology students. As an applied major, Sacramento State University’s Gerontology Department heavily depends on service-learning. The pandemic affected existing gerontology placements and their ability to host student learning. In addition, at the outset of the pandemic, Sacramento State University immediately terminated in-person service learning. The Gerontology Department prioritized student and community safety while still valuing the need for students to have meaningful and relevant community-based learning experiences. Gerontology faculty worked with community partners to shift these vital learning experiences. This poster presentation focuses on the creative ways the department engaged community partners to continue quality learning opportunities for students while assisting community partners with the unrelenting shifts in operations. Three innovative service-learning and community engagement practices will be addressed, including a) Partnering with the California Office of Emergency Services (CalOES) to create and provide the statewide Social Bridging Project for older adults throughout California; b) Expanding the relationship with Sacramento State’s Renaissance Society, a lifelong learning and community engagement program for older adults; and c) Partnering with a community-based Cardio-vascular Wellness Program to keep older adults active and engaged while remaining at home. The poster will review the pivot to virtual service learning and share how this shift enhanced student learning and community service. This will include expanding the use of technology and capitalizing on innovative methods to reach out and provide service to older adults, the local community, and the state of California.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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